[[#Lesson # (Days ):-----[_Y ] EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson1-2 (Day 2) : Rectangular Arrays
District Benchmark(s):
NO E1(ICC) Develop understanding of multiplication/division concepts and strategies for
NO1.1 (benchmark) Use strategies (arrays) to solve multiplication and division problems
Enduring Understanding: Models can be used to solve problems
Essential Question(s): How can models be used to solve problems?
Support Materials:
counters
Math Masters page 413
Math Journal page 5
Assessment:
Formative: Partner activity
Student Self-Assessment:
Summative: Math Journal page 5
Activities (Pedagogy):
Mental Math & Math Message
Independently arrange 12 counters into as many different arrays as possible
With partner make arrays for Class Museum using Math Masters page 413
Share
Math Journal page 5 independently
District Benchmark(s):
A E3 (ICC) Understand and apply idea of a variable as unknown
A3.1(benchmark) Use inverse operation to find missing variables
Enduring Understanding: Solving simple equations requires knowledge of numeric relationships
Essential Question(s): How can you solve a problem with an unknown variable?
Support Materials:
Math Journal pages 6 - 8
Math Masters page 8
Assessment:
Formative: Math Journal page 8 (Math Boxes)
Student Self-Assessment:
Summative:
Activities (Pedagogy):
Partners - Math Journal pages 6 - 7
Independent (10 min)- Math Journal page 8 (math boxes)
Partner check Math Journal page 8 (5 min)
Assign Study Link 1-2 (page 8) for homework Time to Complete:
[[#Lesson :-----[_Y ] EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson 1-3 (Day 4): Factors
District Benchmark(s):
NO E2 (ICC) Develop fluency and quick recall of multiplication/division facts
NO 2.1 (benchmark) Compute grade-level math facts with automaticity.
Enduring Understanding:Fluency with facts helps students solve problems.
Essential Question(s): How can you learn to solve basic facts quckly?
Support Materials:
counters
Top-It game
Assessment:
Formative: Top It Game
Student Self-Assessment:
Summative: Student Journal page 10 (#2)
Activities (Pedagogy):
Mental Math - Student Journal page 9, check together record on Journal page 9
Independently - Student Journal page 10 (#2) and page 11 (Math Boxes)
[[#Lesson :-----[_]Y EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson :1-4; Day 5 Factor Captor Game
District Benchmark(s):NO1.1: Uses strategies to solve division problems IC-NOE1: Develop understanding of division concepts and strategies for basic facts
Enduring Understanding: Understand the rules of divisibility and how these rules can be applied to division problems.
Essential Question(s): How do the rules of divisibility help you solve problems?
Support Materials: Student Math Journal pg. 9
Math Massters pg. 453 or 454
counters
Assessment:
Formative: Observe students playing Factor Captor
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and reflexes and math message follow up. Student Math Journal pg. 9
2. Reviewing the Meaning of Divisibility - TM 34
3. Play Factor Captor with partners
[[#Lesson :-----[_Y] EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-4 cont. Day 6
District Benchmark(s):
NO E2 (ICC) Develop fluency and quick recall of multiplication/division facts A3.1: Use inverse operation to find missing variables
IC:NO 2.1 (benchmark) Compute grade-level math facts with automaticity. A E3: Understand and apply a variable as an unknown
Enduring Understanding:Fluency with facts helps students solve problems.
Essential Question(s): How can you learn to solve basic facts quckly? Support Materials:
Math Journal 1, Activity Sheet 1
Student Math Journal pg. 12
Study Link pg. 14 - Math Masters Book
Assessment:
Formative: fact triangles
Student Self-Assessment: fact triangles
Summative:Math Masters Book pg. 14
Activities (Pedagogy):
1. ongoing learning - fact triangles Math Journal 1, Activity Sheet 1
2. differentiation: TM 36 - discuss inverse operations
3. Math boxes - Student Math Journal pg. 12
4. Math Masters Book pg. 14 - assessment #2-5 Time to Complete:
1 hour class period
[[#Lesson :-----[_Y] EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-5, Day 7 Divisibility
District Benchmark(s):NO1.1: Uses strategies to solve division problems IC-NOE1: Develop understanding of division concepts and strategies for basic facts
Enduring Understanding: Understand the rules of divisibility and how these rules can be applied to division problems.
Essential Question(s): How do the rules of divisibility help you solve problems?
Support Material: Student Math Journal pg. 13-14, 15
Homework - Study Link Master pg. 15
Calculators
Assessment:
Formative: Student Math Journal pg. 14
Student Self-Assessment:
Summative: Student Math Journal pg. 14 (independent assignment)
Activities (Pedagogy):
1. Mental Math and reflexes and math message
2 .Calculator instruction - TM 38; Student Math Journal pg. 13 #1-2 Whole Class #3-10 partner activity
3. Whole class instruction on divisibility rules = Student Math Journal pg. 14 partner activity( first 3 of question #1) independent (last 3)
4. Math Boxes - Student Math Journal pg. 15
5. Study Link Master pg. 15 as homework
[[#Lesson :-----[_Y] EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-5, Day 8 PBIT
District Benchmark(s):NO1.1: Uses strategies to solve division problems IC-NOE1: Develop understanding of division concepts and strategies for basic facts
Enduring Understanding: Understand the rules of divisibility and how these rules can be applied to division problems.
Essential Question(s): How do the rules of divisibility help you solve problems?
Support Materials:
counters
calculators
Assessment book pg. 157
counters
poster paper
Assessment:
Formative: Observe students as they solve the problem
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Assessment book pg. 157 in small groups
2. poster to show answer and explanation Time to Complete: 1 class period
[[#Lesson :-----[_Y] EM/CP as primary materials]][_] EM/CP as primary materials
Lesson # (Days ): Lesson 1-6, Day 9 Prime and Composite Numbers
District Benchmark(s): IC: NO E1: Develop understanding of multiplication/division concepts and strategies for basic facts NO: 1.1: Use strategies to solve multiplication and division problems
Enduring Understanding: Numbers can be composed and decomposed in various ways.
Essential Question(s): How do you prime and composite numbers help you decide if a number is divisible?
Support Materials: Student Math Journal pg. 16
poster paper
Assessment:
Formative: Student Math Journal pg. 16, Prime and Composite numbers posters
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and reflexes and math message
2. TM 43 Prime and composite instruction
3. poster with arrays and factor rainbows to illustrate prime and composite numbers
4. Student Math Journal pg. 16 with partners
Time to Complete:
1 hour class period
Peer Check:
[Y_] Problem-Based (Y or N)
[_Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : 1-6 cont., Day 10
District Benchmark(s): IC: NO E1: Develop understanding of multiplication/division concepts and strategies for basic facts NO: 1.1: Use strategies to solve multiplication and division problems
Enduring Understanding: Numbers can be composed and decomposed in various ways.
Essential Question(s): How do you prime and composite numbers help you decide if a number is divisible?
Support Materials: Student Math Journal pg. 17, 18, 19
Possibly Math master pg. 17
Assessment:
Formative: Observe Factor Captor game and Student Journal pg. 17
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Play Factor Captor using grid on Student Math Journal pg. 17
2. Answer questions on SMJ pg. 17 independently and compare with partner
3. Student Math Journal pg. 18 #1-4 indep. and discuss. Then 5-6 with partner
4. Math Boxes - Student Math Journal pg. 19
5. (possible summative assessment - Math Masters pg. 17 Time to Complete: 1 hour class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson : Lesson 1-7, Day 11 Square Numbers
District Benchmark(s): IC: NO E1: Develop understanding of multiplication/ division concepts and strategies for basic facts NO1.1: Use strategies (arrays) to solve multiplication and division problems
Enduring Understanding: Models can be used to solve problems
Essential Question(s): How can models be used to solve problems?
Support Materials:
Student Math Journal pg. 20-22
Math Masters pg. 452
Assessment:
Formative: Student Math Journal pg. 20-21
Student Self-Assessment:
Summative: Student Math Journal pg. 21 #7-12
Activities (Pedagogy):
1. Mental Math Reflexes and math message
2. Find square arrays - whole class TM 49
3. Student Math Journal pg. 20 -21 indep.
4. Play Factor Bingo- Math Masters 452
5. Math Boxes - Student Math Journal pg. 22
[[#Lesson :-----[_Y] EM/CP as primary materials]][_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-8, Day 12 Unsquaring Numbers
District Benchmark(s): IC: AE3: Understand and apply a variable as unknown A3.1: Use inverse operation to find missing variables
Enduring Understanding: Squaring and unsquaring of numbers is a type of multiplication and division inverse operation.
Essential Question(s): What does it mean if a number is squared or unsquared?
Support Materials:
calculators
Student Math Journal pg. 23-24
Math Masters 23
Multiplication Top-It game
Assessment:
Formative: Student Math Journal pg. 23 and 24
Student Self-Assessment:
Summative: Math Masters pg. 23
Activities (Pedagogy):
1. Mental Math and reflexes and math message
2. Instruction on square root key on calculator
3. Student Math Journal pg. 23 with partners
4. Play multiplication Top-It - Math Masters 493
5. Math Boxes - Student Math Journal pg. 24
6. Math Masters pg. 23 as possible summative assessment Time to Complete:
1 Class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-9, Day 13 Factor Strings and Prime Factorization
District Benchmark(s): IC: NO E1: Develop understand of multiplication/division concepts and strategies for basic facts NO1.1: Use strategies to solve multiplication and division problems.
Enduring Understanding: Whole can be represented in different ways.
Essential Question(s): What does it mean when you break a whole number down using prime factorization or fraction strings?
Support Materials:
Student Math Journal pg. 25
Name that Number game
Assessment:
Formative: Student Math Journal pg. 25, Play that Number game
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and math messages
2. Instruction on factor string and prime factorization
3. Student Math Journal pg. 25 with partner
4. Play Name that Number - Student Reference Book pg. 325
Time to Complete:
1 class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-9 cont., Day 14
District Benchmark(s): IC: NO E1: Develop understand of multiplication/division concepts and strategies for basic facts NO1.1: Use strategies to solve multiplication and division problems.
Enduring Understanding: Whole can be represented in different ways.
Essential Question(s): What does it mean when you break a whole number down using prime factorization or fraction strings?
Support Materials:
Student Math Journal pg. 26-27
Teaching Master pg. 25
Assessment:
Formative: Student Math Journal pg. 26
Student Self-Assessment:
Summative: Students will complete prime factorization of 2 numbers
Activities (Pedagogy):
1. Prime Factorization instruction related to factor strings -Teaching Master pg. 25
2. Student Math Journal pg. 26 with partners
3. Summative assessment - student completed prime factorization
4. Math Boxes - Student Math Journal pg. 27
Time to Complete:
1 class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-10, Day 15 (Assessment)
District Benchmark(s): See chapter 1, lesson 1-9.
Enduring Understanding: Daily learning can be applied to solve problems.
Essential Question(s):How can I use what I know to solve this problem?
Support Materials:
Assessment Book:
Assessment tests: pgs. 154 -156
Charts pgs. 246 - 249
Number Story Math Log pg. 308
Assessment:
Formative:
Student Self-Assessment:
Summative: Choice from support materials
Activities (Pedagogy):
1. Student Math Journal - Math Boxes pg. 28
2. Assessment tool - see support materials Time to Complete:
1 class period
Peer Check:
[Y_] Problem-Based
[Y_] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_N] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson : Lesson 2-1, Day 16 Estimation Challenge
District Benchmark(s): IC: NO E3: Develop the ability to estimate the results of computation with whole numbers and be able to judge reasonableness NO3.2: Appropriately use estimation rather than exact numbers
Enduring Understanding: Estimation can be used to solve problems.
Essential Question(s): When can you use estimation to solve a problem?
Support Materials:
Student Math Journal pg. 29-30
yardsticks
Assessment:
Formative: Student Math Journal pg. 29-30
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and Reflexes Math Message
2. Estimation Challenge - Student Math Journal pg 29-30
3. Sharing Results Time to Complete:
1 class period
Peer Check:
[_Y] Problem-Based
[Y_] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
Lesson : Lesson 2-1 cont., Day 17
District Benchmark(s): IC: NO E3: Develop the ability to estimate the results of computation with whole numbers and be able to judge reasonableness NO3.2: Appropriately use estimation rather than exact numbers
Enduring Understanding: Estimation can be used to solve problems.
Essential Question(s): When can you use estimation to solve a problem?
Support Materials:
Math Masters pg. 34-35
Sample page from residential page of phone book
Student Math Journal pg. 31
Assessment:
Formative: Math Master pg. 35
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Identifying Estimation Strategies Math Masters pg. 34 - independent work and discussion
2. Math Masters pg. 35 with small groups
3. Math Boxes - Student Math Journal pg. 31
Lesson #1-1 (Day 1 ): Introduction to Student Reference Book
District Benchmark(s):NO E5 Use benchmarks to help develop number sense
Enduring Understanding: Reference materials can be used to solve problems and find information.
Essential Question(s): How can the Student Reference Book be used to support your learning?
Support Materials: Student Reference Book(SRB), Student Math Journal(SMJ)
Assessment:
Activities (Pedagogy):
Partners complete scavenger hunt Math Journal pages 2 - 3
Time to Complete:
One hour
40 minutes partner work
10 minutes review of student partner work - whole group
10 minutes independent Math Journal page 4
Peer Check:
[[#Lesson # (Days ):-----[_Y ] Problem-Based (Y or N)]][_] Problem-Based (Y or N)
[[#Lesson # (Days ):-----[_Y ] Aligns with ICC]][_] Aligns with ICC
[[#Lesson # (Days ):-----[_Y ] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson # (Days ):-----[_Y ] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson # (Days ):-----[_Y ] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson1-2 (Day 2) : Rectangular Arrays
District Benchmark(s):
NO E1(ICC) Develop understanding of multiplication/division concepts and strategies for
NO1.1 (benchmark) Use strategies (arrays) to solve multiplication and division problems
Enduring Understanding: Models can be used to solve problems
Essential Question(s): How can models be used to solve problems?
Support Materials:
counters
Math Masters page 413
Math Journal page 5
Assessment:
Activities (Pedagogy):
Mental Math & Math Message
Independently arrange 12 counters into as many different arrays as possible
With partner make arrays for Class Museum using Math Masters page 413
Share
Math Journal page 5 independently
Time to Complete:
One hour class period
Peer Check:
[[#Lesson :-----[_Y ] Problem-Based]][_] Problem-Based
[[#Lesson :-----[_Y ] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[_Y ] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[_Y ] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson 1 - 2 cont. (Day 3): Fact Families - addition & subtraction
District Benchmark(s):
A E3 (ICC) Understand and apply idea of a variable as unknown
A3.1(benchmark) Use inverse operation to find missing variables
Enduring Understanding: Solving simple equations requires knowledge of numeric relationships
Essential Question(s): How can you solve a problem with an unknown variable?
Support Materials:
Math Journal pages 6 - 8
Math Masters page 8
Assessment:
Activities (Pedagogy):
Partners - Math Journal pages 6 - 7
Independent (10 min)- Math Journal page 8 (math boxes)
Partner check Math Journal page 8 (5 min)
Assign Study Link 1-2 (page 8) for homework
Time to Complete:
Peer Check:
[[#Lesson :-----[_Y ] Problem-Based]][_] Problem-Based
[[#Lesson :-----[_Y ] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[_Y ] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[_Y ] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y ] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson 1-3 (Day 4): Factors
District Benchmark(s):
NO E2 (ICC) Develop fluency and quick recall of multiplication/division facts
NO 2.1 (benchmark) Compute grade-level math facts with automaticity.
Enduring Understanding:Fluency with facts helps students solve problems.
Essential Question(s): How can you learn to solve basic facts quckly?
Support Materials:
counters
Top-It game
Assessment:
Activities (Pedagogy):
Mental Math - Student Journal page 9, check together record on Journal page 9
Independently - Student Journal page 10 (#2) and page 11 (Math Boxes)
Time to Complete:1 hour class sessions
Peer Check:
[[#Lesson :-----[_N] Problem-Based]][_] Problem-Based
[[#Lesson :-----[Y_] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[Y_] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[_Y] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_]Y EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson :1-4; Day 5 Factor Captor Game
District Benchmark(s):NO1.1: Uses strategies to solve division problems IC-NOE1: Develop understanding of division concepts and strategies for basic facts
Enduring Understanding: Understand the rules of divisibility and how these rules can be applied to division problems.
Essential Question(s): How do the rules of divisibility help you solve problems?
Support Materials: Student Math Journal pg. 9
Math Massters pg. 453 or 454
counters
Assessment:
Activities (Pedagogy):
1. Mental Math and reflexes and math message follow up. Student Math Journal pg. 9
2. Reviewing the Meaning of Divisibility - TM 34
3. Play Factor Captor with partners
Time to Complete: 1 hour class period
Peer Check:
[[#Lesson :-----[_Y] Problem-Based]][_] Problem-Based
[[#Lesson :-----[Y_] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[_Y] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[Y_] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-4 cont. Day 6
District Benchmark(s):NO E2 (ICC) Develop fluency and quick recall of multiplication/division facts A3.1: Use inverse operation to find missing variables
IC:NO 2.1 (benchmark) Compute grade-level math facts with automaticity. A E3: Understand and apply a variable as an unknown
Enduring Understanding:Fluency with facts helps students solve problems.
Essential Question(s): How can you learn to solve basic facts quckly?
Support Materials:
Math Journal 1, Activity Sheet 1
Student Math Journal pg. 12
Study Link pg. 14 - Math Masters Book
Assessment:
Activities (Pedagogy):
1. ongoing learning - fact triangles Math Journal 1, Activity Sheet 1
2. differentiation: TM 36 - discuss inverse operations
3. Math boxes - Student Math Journal pg. 12
4. Math Masters Book pg. 14 - assessment #2-5
Time to Complete:
1 hour class period
Peer Check:
[[#Lesson :-----[_N] Problem-Based]][_] Problem-Based
[[#Lesson :-----[_Y] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[Y_] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[Y] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-5, Day 7 Divisibility
District Benchmark(s):NO1.1: Uses strategies to solve division problems IC-NOE1: Develop understanding of division concepts and strategies for basic facts
Enduring Understanding: Understand the rules of divisibility and how these rules can be applied to division problems.
Essential Question(s): How do the rules of divisibility help you solve problems?
Support Material: Student Math Journal pg. 13-14, 15
Homework - Study Link Master pg. 15
Calculators
Assessment:
Activities (Pedagogy):
1. Mental Math and reflexes and math message
2 .Calculator instruction - TM 38; Student Math Journal pg. 13 #1-2 Whole Class #3-10 partner activity
3. Whole class instruction on divisibility rules = Student Math Journal pg. 14 partner activity( first 3 of question #1) independent (last 3)
4. Math Boxes - Student Math Journal pg. 15
5. Study Link Master pg. 15 as homework
Time to Complete:
Peer Check:
[[#Lesson :-----[_N] Problem-Based]][_] Problem-Based
[[#Lesson :-----[Y_] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[_Y] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[Y_] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-5, Day 8 PBIT
District Benchmark(s):NO1.1: Uses strategies to solve division problems IC-NOE1: Develop understanding of division concepts and strategies for basic factsEnduring Understanding: Understand the rules of divisibility and how these rules can be applied to division problems.
Essential Question(s): How do the rules of divisibility help you solve problems?
Support Materials:
counters
calculators
Assessment book pg. 157
counters
poster paper
Assessment:
Activities (Pedagogy):
1. Assessment book pg. 157 in small groups
2. poster to show answer and explanation
Time to Complete: 1 class period
Peer Check:
[[#Lesson :-----[Y_] Problem-Based]][_] Problem-Based
[[#Lesson :-----[Y_] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[_Y] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[Y_] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y] EM/CP as primary materials]] [_] EM/CP as primary materials
Lesson # (Days ): Lesson 1-6, Day 9 Prime and Composite Numbers
District Benchmark(s): IC: NO E1: Develop understanding of multiplication/division concepts and strategies for basic facts NO: 1.1: Use strategies to solve multiplication and division problems
Enduring Understanding: Numbers can be composed and decomposed in various ways.
Essential Question(s): How do you prime and composite numbers help you decide if a number is divisible?
Support Materials: Student Math Journal pg. 16
poster paper
Assessment:
Activities (Pedagogy):
1. Mental Math and reflexes and math message
2. TM 43 Prime and composite instruction
3. poster with arrays and factor rainbows to illustrate prime and composite numbers
4. Student Math Journal pg. 16 with partners
Time to Complete:
1 hour class period
Peer Check:
[Y_] Problem-Based (Y or N)
[_Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : 1-6 cont., Day 10
District Benchmark(s): IC: NO E1: Develop understanding of multiplication/division concepts and strategies for basic facts NO: 1.1: Use strategies to solve multiplication and division problemsEnduring Understanding: Numbers can be composed and decomposed in various ways.
Essential Question(s): How do you prime and composite numbers help you decide if a number is divisible?
Support Materials: Student Math Journal pg. 17, 18, 19
Possibly Math master pg. 17
Assessment:
Activities (Pedagogy):
1. Play Factor Captor using grid on Student Math Journal pg. 17
2. Answer questions on SMJ pg. 17 independently and compare with partner
3. Student Math Journal pg. 18 #1-4 indep. and discuss. Then 5-6 with partner
4. Math Boxes - Student Math Journal pg. 19
5. (possible summative assessment - Math Masters pg. 17
Time to Complete: 1 hour class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson : Lesson 1-7, Day 11 Square Numbers
District Benchmark(s): IC: NO E1: Develop understanding of multiplication/ division concepts and strategies for basic facts NO1.1: Use strategies (arrays) to solve multiplication and division problems
Enduring Understanding: Models can be used to solve problems
Essential Question(s): How can models be used to solve problems?
Support Materials:
Student Math Journal pg. 20-22
Math Masters pg. 452
Assessment:
Activities (Pedagogy):
1. Mental Math Reflexes and math message
2. Find square arrays - whole class TM 49
3. Student Math Journal pg. 20 -21 indep.
4. Play Factor Bingo- Math Masters 452
5. Math Boxes - Student Math Journal pg. 22
Time to Complete:
1 hour class period
Peer Check:
[[#Lesson :-----[_Y] Problem-Based]][_] Problem-Based
[[#Lesson :-----[_Y] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[Y_] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[_Y] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_Y] EM/CP as primary materials]] [_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-8, Day 12 Unsquaring Numbers
District Benchmark(s): IC: AE3: Understand and apply a variable as unknown A3.1: Use inverse operation to find missing variables
Enduring Understanding: Squaring and unsquaring of numbers is a type of multiplication and division inverse operation.
Essential Question(s): What does it mean if a number is squared or unsquared?
Support Materials:
calculators
Student Math Journal pg. 23-24
Math Masters 23
Multiplication Top-It game
Assessment:
Activities (Pedagogy):
1. Mental Math and reflexes and math message
2. Instruction on square root key on calculator
3. Student Math Journal pg. 23 with partners
4. Play multiplication Top-It - Math Masters 493
5. Math Boxes - Student Math Journal pg. 24
6. Math Masters pg. 23 as possible summative assessment
Time to Complete:
1 Class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-9, Day 13 Factor Strings and Prime Factorization
District Benchmark(s): IC: NO E1: Develop understand of multiplication/division concepts and strategies for basic facts NO1.1: Use strategies to solve multiplication and division problems.
Enduring Understanding: Whole can be represented in different ways.
Essential Question(s): What does it mean when you break a whole number down using prime factorization or fraction strings?
Support Materials:
Student Math Journal pg. 25
Name that Number game
Assessment:
Activities (Pedagogy):
1. Mental Math and math messages
2. Instruction on factor string and prime factorization
3. Student Math Journal pg. 25 with partner
4. Play Name that Number - Student Reference Book pg. 325
Time to Complete:
1 class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-9 cont., Day 14
District Benchmark(s): IC: NO E1: Develop understand of multiplication/division concepts and strategies for basic facts NO1.1: Use strategies to solve multiplication and division problems.
Enduring Understanding: Whole can be represented in different ways.
Essential Question(s): What does it mean when you break a whole number down using prime factorization or fraction strings?
Support Materials:
Student Math Journal pg. 26-27
Teaching Master pg. 25
Assessment:
Activities (Pedagogy):
1. Prime Factorization instruction related to factor strings -Teaching Master pg. 25
2. Student Math Journal pg. 26 with partners
3. Summative assessment - student completed prime factorization
4. Math Boxes - Student Math Journal pg. 27
Time to Complete:
1 class period
Peer Check:
[_Y] Problem-Based
[_Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : Lesson 1-10, Day 15 (Assessment)
District Benchmark(s): See chapter 1, lesson 1-9.
Enduring Understanding: Daily learning can be applied to solve problems.
Essential Question(s):How can I use what I know to solve this problem?
Support Materials:
Assessment Book:
Assessment tests: pgs. 154 -156
Charts pgs. 246 - 249
Number Story Math Log pg. 308
Assessment:
Activities (Pedagogy):
1. Student Math Journal - Math Boxes pg. 28
2. Assessment tool - see support materials
Time to Complete:
1 class period
Peer Check:
[Y_] Problem-Based
[Y_] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_N] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson : Lesson 2-1, Day 16 Estimation Challenge
District Benchmark(s): IC: NO E3: Develop the ability to estimate the results of computation with whole numbers and be able to judge reasonableness NO3.2: Appropriately use estimation rather than exact numbers
Enduring Understanding: Estimation can be used to solve problems.
Essential Question(s): When can you use estimation to solve a problem?
Support Materials:
Student Math Journal pg. 29-30
yardsticks
Assessment:
Activities (Pedagogy):
1. Mental Math and Reflexes Math Message
2. Estimation Challenge - Student Math Journal pg 29-30
3. Sharing Results
Time to Complete:
1 class period
Peer Check:
[_Y] Problem-Based
[Y_] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
Lesson : Lesson 2-1 cont., Day 17
District Benchmark(s): IC: NO E3: Develop the ability to estimate the results of computation with whole numbers and be able to judge reasonableness NO3.2: Appropriately use estimation rather than exact numbers
Enduring Understanding: Estimation can be used to solve problems.
Essential Question(s): When can you use estimation to solve a problem?
Support Materials:
Math Masters pg. 34-35
Sample page from residential page of phone book
Student Math Journal pg. 31
Assessment:
Activities (Pedagogy):
1. Identifying Estimation Strategies Math Masters pg. 34 - independent work and discussion
2. Math Masters pg. 35 with small groups
3. Math Boxes - Student Math Journal pg. 31
Time to Complete:
1 class period
Peer Check:
[Y_] Problem-Based
[Y_] Aligns with ICC
[Y_] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
Lesson :
District Benchmark(s):
Enduring Understanding:
Essential Question(s):
Support Materials:
Assessment:
Activities (Pedagogy):
Time to Complete:
Peer Check:
[_] Problem-Based
[_] Aligns with ICC
[_] Aligns with Dist. Benchmarks
[_] Student-to-Student Engagement
[_] EM/CP as primary materials
Lesson :
District Benchmark(s):
Enduring Understanding:
Essential Question(s):
Support Materials:
Assessment:
Activities (Pedagogy):
Time to Complete:
Peer Check:
[_] Problem-Based
[_] Aligns with ICC
[_] Aligns with Dist. Benchmarks
[_] Student-to-Student Engagement
[_] EM/CP as primary materials
Lesson :
District Benchmark(s):
Enduring Understanding:
Essential Question(s):
Support Materials:
Assessment:
Activities (Pedagogy):
Time to Complete:
Peer Check:
[_] Problem-Based
[_] Aligns with ICC
[_] Aligns with Dist. Benchmarks
[_] Student-to-Student Engagement
[_] EM/CP as primary materials